ENOCULTURE. THE BEGINNINGS OF ENOCULTURE IN EURPOE. PRE-PHYLLOXERA GRAPES This project is an experience which encourages experimental methodology among the pupils as they develop contents and subjects taken from the secondary school curriculum. It also looks at new ways of assessing schoolwork. The project is based on experiential learning, offering a new dimension for searching out information, and for sharing and communicating with European pupils and teachers. The partnership is made up of Aurelio Gómez Escolar School (SP), 1º Gymasio Acharnon (GR), Regional Gymnasium of Livadia (CY), 5º Gymnasio Chanion (GR), IES Teguise (SP), and the University of Burgos (SP). The profile of each partner is clearly defined: the four schools will develop the project in their classrooms, they have the role of partners who develop, implement and assess the project directly. The Canary Institute and the University of Burgos have the role of technical support in various areas. The Burgos school coordinates the project and Acharnon organises the diffusion and connexion between partners. In the partner schools, an average of 27% of the pupils will be involved; they will be selected based on their direct involvement with the project and the activities. However, with the aim of making a direct impact on the whole school, practically all of the Secondary pupils will, at some stage, participate in project activities. In the Canary Institute, 100 % of the vocational students studying agriculture will directly participate in the project activities, and in the University of Burgos it is the students doing their end-of-degree project who will participate. Regarding the staff in each partner school, since this is a multi-disciplinary project practically 100% of the teachers (discounting specialized subjects or those with little connection) will introduce and asses some activity in their classes. For this project the schools design a simulated business within the industrial wine sector: they make wine; design a quality plan; analyse the product; prepare an economic, legal and marketing study. All the activities are adapted to the educational content and integrated in the assessment plan. The project’s objective is to make a direct connection between the pupils and their business and social context, producing an immersion of these pupils in the world that surrounds them. At the same time the pupils will discover similar contexts during the mobilisations. The collaboration between the vocational institute and the university complements the activities, reinforces the technical contents relating to agriculture and viticulture, as well as providing support with analytical and quality control techniques. As a complement to the project, the schools develop a study of the pre-phylloxeria grapes in Europe which exist in Lanzarote and Crete, and study the enoculture on the island of Cyprus where the elaboration of wine in Europe began. The innovative character of the project comes in the first place from its nature, since it develops a close collaboration not only between secondary schools in different countries but also between universities and vocational training centres. Each organisation adapts the project to the capacities of their pupils or students while interacting closely with the rest of the partners. This is highly enriching for all those involved because all the participants acquire quality capacities and skills. One fundamental objective of the project is to give both pupils and teachers a new vision of how globalised education works. The project also promotes an educational change within the European schools, facilitating the acquisition of key competences, encouraging a spirit of solidarity, and promoting entrepreneurship and financial management in all the participants. Thanks to the project, the European pupils will embark on an investigation into European heritage, culture, and enoculture, the latter being a basic socioeconomic sector in the local context of all the partners. This is an educational project in which pupils from different countries in Europe come to a consensus on how best to work together and how to communicate. They analyse and adapt their work to the culture, religion, and customs of their partners and also have to express their own preferences in these areas. Moreover, the schools set the stage so that their pupils need to use business initiative and entrepreneurship. Finally, we must underline the fact that the practical design of the project means it focuses on motivating pupils in risk of academic failure, and the project naturally opens the schools and their pupils to Europe.
OENOCULTURE. BEGINNING OF OENOLOGY IN EUROPE. PRE-PHYLLOXERA GRAPES. The project has been an experience that has developed in students an experimental methodology of contents associated with school curricula, contents of areas and subjects present in secondary education and new evaluation methods. The project was based on experiential learning, reinforcing the search for information and communication between European students and teachers. The partnership has been formed by Aurelio Gómez Escolar School (E), 1st Gynasio Acharnon (GR), Regional Gymnasium of Livadia (CY), 5th Gymnasium Chanion (GR), IES TEGUISE (E) and the University of Burgos (E). The profiles of each partner are clearly defined. The four partner schools have developed the project in their classrooms, the schools have assumed the role of partners in which the project is directly developed, implemented and evaluated. The Canarian IES and the University of Burgos provide technical support in various subjects. The school in Burgos coordinates the project and the school in Acharnes has led the dissemination and supported the connection between partners. In the partner schools, an average of 37% of the pupils were involved (60% in virtual activities), selecting pupils according to their direct involvement in the project and in activities. However, in order to seek a direct impact of the project on the pupils, practically all secondary school pupils participated in project activities during their academic period. In the Canary Islands secondary school, 100% of the students in vocational training in the agricultural area participated directly in project activities. At the University of Burgos, students have participated in the development of final degree projects. As it is a multidisciplinary project, practically 100% (except in subjects with little connection or specialised subjects) of the teaching staff of the partner schools have actively introduced and evaluated some activity. During the 18 months of the project, the schools have designed a business simulation within the industrial oenological sector: winemaking, developing a quality plan, product analysis and a study on economics, regulations and marketing. Development interrupted by the pandemic. The project tries to connect students directly with their business and social environment, connecting them in a direct way and generating an immersion of the students in their closest social environment. The students have also met similar environments in the LTT to Chania and in a virtual way. The collaboration of the partner institute and the University complements the activities, reinforcing the technical contents related to agriculture, viticulture and quality control techniques. As a complement to the project, the schools have developed a study of pre-phylloxera grapes in Europe, present in the centres of Lanzarote and Crete. The innovative character of this project has been generated precisely because of the confinement and the impossibility to carry out face-to-face activities. Activities have been generated and published by interacting closely and thus generating mutual enrichment, capacity building and digital work skills. A key objective of the project has been to offer students and teachers a new vision of how globalised education and cooperative networking works. The virtual LTT to Larnaca has been oriented towards the comparison of the economic crisis caused by the phylloxera and pandemic in the vineyards and the COVID19 crisis. This change of orientation, while maintaining the contents on request, has tried to update the project to the situation. The European students have started a research on the economic and social environment of the surroundings of all the project partners and the impact of the COVID crisis on the oenological sector. The project has also sought a form of cooperative work between students, online throughout the development of the project, extending this methodology in the development of the virtual LTT C6 and face-to-face development in LTTs C1 and C4. The project has been supported by the analysis and support of content to the culture, religion and customs of the other partner members, as well as expressing to others their preferences in these areas. On the other hand, from the schools, a need has arisen in the pupils to generate entrepreneurial initiative and to connect the pupils with business centres in their environment and in the European environment. The development of the project has been adapted to the contents and development proposed in the application, meeting the objectives and schedule in the first 18 months of the project and adapting its development to a digital system. It should be added that the design of the project is aimed at motivating students at risk of school failure due to its practical approach, and aimed at facilitating the opening of the centres and their students to Europe.